At Walsall Academy, we identify the individual needs of pupils as early as possible. This is achieved by gathering information from parents and carers, feeder schools, and relevant education, health and care services prior to a student’s admission.

We are fully committed to the SEND Code of Practice (January 2015), the Equality Act (2010), and the definition of special educational needs set out in Section 20 of the Children and Families Act (2014).

If you believe your child may have special educational needs, please contact Walsall Academy and ask to speak with the SENCo.

Telephone: 01922 493910

We provide for and support pupils with a broad range of Special Educational Needs and Disabilities (SEND), as identified within the four key areas of need outlined in the SEND Code of Practice (2015):

Communication and Interaction

Including Speech, Language and Communication Needs (SLCN) and Autism (ASD).

Cognition and Learning

Including Moderate Learning Difficulties (MLD), Profound and Multiple Learning Difficulties (PMLD), and Specific Learning Difficulties (SpLD), such as Dyslexia.

Social, Emotional and Mental Health (SEMH)

Including Attention Deficit Hyperactivity Disorder (ADHD), as well as other needs relating to emotional wellbeing and mental health.

Sensory and/or Physical Needs

Including a range of Physical Disabilities (PD) and Multi-Sensory Impairments (MSI).

At Walsall Academy, our team of experienced and highly trained Learning Support Assistants (LSA’s) deliver targeted support, interventions and personalised programmes designed to promote both academic progress and personal development for pupils identified as having SEND. We carefully consider the needs of every pupil, beginning with the transition process into the Academy. For most pupils, this happens during the primary to secondary transfer, when we work closely with feeder schools, parents and carers to gather key information.

For pupils who join us mid-year, we liaise with their previous school or setting to ensure a smooth transition and to plan appropriate support from the outset. We identify pupils who may benefit from additional interventions or targeted support to help with their learning, personal development, or wellbeing. Provision is planned according to individual needs, and we regularly review and refine these interventions to ensure they are effective and responsive.

For pupils with an Education, Health and Care Plan (EHCP), the type and level of support are clearly outlined within the plan. Walsall Academy delivers this provision in full and reviews its effectiveness annually through the EHCP Annual Review process. Where needed, interim reviews may be arranged to assess progress and make adjustments to the support detailed in the plan.

At Walsall Academy, we are committed to ensuring that our provision for pupils with Special Educational Needs and Disabilities (SEND) is effective and continuously improving. To achieve this, we actively seek feedback from staff, parents, and pupils throughout the year.

This ongoing process includes:

• Listening to the views and experiences of pupils and parents
• Personal tutor meetings and specific subject area meetings
• Regular provision mapping
• Analysis of pupil progress and achievement data

Pupil progress is monitored three times per academic year, and formal reviews are conducted in line with the SEND Code of Practice (2015) for pupils on the SEND Register. The progress and outcomes of pupils participating in specific interventions are also reviewed and evaluated at the end of each intervention block to measure impact and inform next steps.

School leaders provide the Local Governing Body with an annual report on the effectiveness and impact of our SEND provision, in accordance with Section 69 of the Children and Families Act (2014). The evidence gathered through this process contributes directly to whole-school development and improvement planning.

At Walsall Academy, we highly value the vital role that parents and carers play in supporting the education and development of pupils with Special Educational Needs and Disabilities (SEND). We are committed to building strong, trusting relationships based on honesty, openness and mutual respect. Through close collaboration with parents and carers, we aim to ensure the early and accurate identification of SEND, leading to appropriate assessment, intervention, and support. This partnership helps us to promote the academic, social and emotional progress of each pupil and to ensure that personal and academic targets are effectively set, reviewed and achieved.

At certain points during a pupil’s journey at Walsall Academy, it may be necessary to have more regular communication with parents and carers. When this is appropriate, arrangements will be made in collaboration with the Head of Year, SENCo, and, where relevant, senior pastoral staff.

The SENCo may also direct parents and carers to the Local Authority’s SEND Information, Advice and Support Service (SENDIASS) for additional independent guidance and support. When an assessment or referral indicates that a pupil has additional learning needs, both the pupil and their parents or carers will always be fully involved in discussions about future provision. Parents and carers are invited to attend meetings with any external agencies involved and are kept informed and consulted on any actions or plans relating to their child’s support.

At Walsall Academy, we believe that every pupil is entitled to a high-quality education that enables them to achieve their full potential. We recognise that each individual may require different levels of support to succeed, and we are dedicated to providing the tools, guidance and opportunities necessary for all pupils to thrive. Provision for pupils with Special Educational Needs and Disabilities (SEND) is a whole-school responsibility, shared by all members of staff — both teaching and support.

We firmly believe that every teacher is a teacher of pupils with SEND. All teaching staff have access to the full SEND Register, along with detailed information about individual pupils’ needs and recommended strategies. This ensures that lessons are carefully planned and differentiated so that every pupil can access the curriculum, make progress and experience success.

At Walsall Academy, we offer a wide range of intervention programmes designed to support pupils’ academic progress, social development, and emotional wellbeing. Our morning intervention sessions focus on key skills such as spelling, handwriting and maths, helping pupils to build confidence and close specific learning gaps.

In addition, we provide after-school sessions that promote social interaction and practical skills through engaging activities such as Cooking, LEGO Club, Knitting, and Arts and Crafts. For pupils who require more targeted support, we also deliver focused intervention programmes such as Strengthening Minds and Exam Support, which help to develop resilience, self-regulation and preparation for assessments.

Some pupils may also be selected to take part in the LEXONIK Programme, working daily with a key member of staff to enhance literacy, vocabulary and reading comprehension skills.

At Walsall Academy, we actively seek advice and support from a range of external agencies to assist in the identification, assessment and provision for pupils with Special Educational Needs and Disabilities (SEND).

We are committed to maintaining strong partnerships and open lines of communication with these services to ensure that our pupils receive the best possible support. Sharing knowledge and expertise with external professionals is an essential part of delivering effective SEND provision.

When a concern is identified, it is referred to the SENCo, who will liaise with the pupil’s parents or carers in line with the Academy’s safeguarding procedures. We work closely with a variety of external agencies and professionals, which may include:

• CAMHS (Child and Adolescent Mental Health Service)
• Social Care
• Family Support and Early Help Services
• SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service)
• Educational Psychology Service
• Reflexions
• Speech and Language Therapy Service
• James Brindley Foundation

We also invite representatives from these and other relevant services to attend meetings throughout the year to help strengthen and develop our SEND provision. The governing body is kept informed about the involvement of other organisations and services through meetings with the SEND governor and governors’ reports.

At Walsall Academy, in addition to our standard assessments and ongoing tracking of pupil progress, we also provide opportunities for further diagnostic testing and screening. These assessments may be used to identify specific learning needs such as Dyslexia, or to highlight gaps in key areas of learning, including phonics and literacy development. The information gathered helps us to plan appropriate support within lessons or design more individualised intervention programmes.

Assessment outcomes may also contribute towards evidence required by examination boards when applying for access arrangements during formal assessments. To remove barriers to learning and promote independence, Walsall Academy provides access to a laptop on a needs-led basis. These are available to support pupils with both temporary and long-term physical needs, as well as those with literacy-related difficulties.

An identification of SEND does not automatically result in exam access arrangements. All arrangements are determined in line with the regulations set out by the Joint Council for Qualifications (JCQ).

Pupils are formally assessed by a qualified assessor, and if they meet the criteria for additional support, appropriate arrangements are made in consultation with the Exams Officer, SENCo, pupils, and their parents/carers. Once approved, access arrangements are put in place to ensure pupils can demonstrate their knowledge and skills under fair examination conditions.

Walsall Academy has very good working relationships with outside agencies. Parents/carers receive information about external events which may be relevant to them by email or post.

At Walsall Academy, we are committed to supporting all pupils with Special Educational Needs and Disabilities (SEND) as they move through each stage of their education and prepare for adulthood. We work closely with parents, carers, and external agencies to ensure that transitions — whether between schools, key stages, or into post-16 education — are smooth, well planned, and tailored to individual needs.

To ensure a successful start for pupils joining us from Trust or local feeder primary schools, we have a structured transition programme coordinated by the Head of Year 7 and the SENCo. This includes:

• Gathering detailed information from each pupil’s current school or setting.
• Working closely with primary colleagues to build on existing Year 6 transition plans, including bespoke or extended transition packages for pupils who need additional support.
• Holding transition planning meetings for all pupils with SEND.
• Offering special information evenings where pupils and parents/carers can meet key staff, including the SENCo, to discuss SEND provision.
• Providing extra visits for pupils who may benefit from additional time to familiarise themselves with the Academy environment.
• Arranging staff training in advance, where pupils with higher levels of need are due to join us.

Pupils with SEND who join mid-year are also carefully assessed upon admission to ensure that appropriate support and interventions are in place from the outset.

We support all pupils as they move between key stages, ensuring continuity and progress. EHCP reviews in Year 8 and Year 11 include detailed planning for the next phase of education — including Key Stage 4 options, post-16 study, or vocational pathways.

Our Careers Advisor meets with pupils with SEND in Year 11 and Sixth Form to provide personalised guidance and to ensure a clear, realistic plan is in place for their future education or training. All pupils receive independent information, advice and guidance about post-16 options, and SEND students are supported to visit local colleges and post-16 providers, often accompanied by Academy staff to help them gain confidence and familiarity with new settings.

Through our curriculum and enrichment programme, all pupils — including those with SEND — are given opportunities to develop the knowledge, skills and confidence they need to succeed beyond school.

At Key Stage 4, some pupils follow a Skills4Life curriculum, which focuses on practical, everyday tasks such as personal organisation, budgeting, travel, communication and teamwork. These experiences are designed to help pupils lead independent, happy and confident lives as they move into adulthood.

Parent SEND Event Nov 2025

SEND Communications Autumn 2

SEND Communications Spring 2026

SEND Communications Spring 2 2026

Speech Sound Workshop

Brief March 2026

SEND Communications Summer 2026

SEND Communications Summer 2 2026